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Recent Quote from A bibliometric analysis Language Teacher Reflection (1990-2024):

“In terms of the most prominent authors, the results (Table 3), as predicted, showed that Thomas S. C. Farrell is regarded as the most cited researcher who has produced impactful research into teachers’ reflective practice with the highest number of citations (1421), publication (48), and H-Index (22).” (p. 6).  

“The review also confirms that the conceptualisation and operationalisation of teacher reflection have been significantly shaped by influential scholars, particularly Thomas S. C. Farrell. His extensive scholarship over three decades highlights the layered, multifaceted nature of reflection, integrating dimensions such as personal beliefs, classroom management, lesson planning, and professional development. Farrell’s (2015) framework offers valuable practical guidance for teacher educators and researchers aiming to explore and support reflective processes in L2 teaching contexts. This contribution advances the field beyond generic definitions towards contextualised, actionable understandings of reflection” (p. 11). Fatemeh Mardian & Mohammad Reza Anani Sarab (09 Nov 2025): A bibliometric analysis of research on language teacher reflection, 1991–2024, Reflective Practice, DOI: 10.1080/14623943.2025.2576170A bibliometric analysis of research on language teacher reflection 1991 2024